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Gance nava-wcet-2010

2.
About Us
Nov. 11, 2010 WCET 2
Online Learning Services (OLS) is composed of a group of full-time and
part-time staff and students led by Associate Provost Dr. Mark Jenkins.
OLS provides comprehensive services to departments and faculty
developing online courses. These services include:
• Course and program planning
• Budget planning and analysis for all aspects of course and program
development
• Curriculum and instructional design consultations
• Project management of course and program development
• Instructional media vetting and production
• Course maintenance and redevelopment
• Configuration, integration and development of technologies used in
teaching, learning and course development.
• Analysis of emerging educational technology

3.
About Us
Nov. 11, 2010 WCET 3
Steve Gance:
• Ph.D. in Curriculum and Instruction and Educational Technology
• MA in Software Human Factors, BS in Software Engineering
Steve’s role is to facilitate the design, development and evaluation of
elearning programs and courses implemented, supported and/or managed
by the department. He helps to integrate technologies and to design
supporting systems and processes to make the use of technology efficient
and effective.
Maria Maria Del Rocio Nava Rodriguez
Maria received her Bachelor’s degree in Software Engineering from the
University of Guadalajara and a Master’s degree in Engineering
Management from Portland State. She has worked as a System Analyst
for Hewlett Packard and has successfully designed and deployed various
database systems. Her interests are in data design and task automation.

4.
Context
 Portland State University an urban campus
with ~ 28,000 students.
 Partial and fully online courses constitute
about 10% of the total courses offered.
 OLS helps build and manage over 250 partial
and fully online courses per term (80% of
partial and full).
 OLS services range from building entire
courses to consulting with faculty who build
their own courses. At minimum, we provide
basic configuration and course elements in
every course we support.
Nov. 11, 2010 4WCET

6.
Problem:
 A need for data and analytics on course
development.
 Expanded course quality efforts required
closer attention to each course.
Nov. 11, 2010 6WCET
We needed a solution that didn’t require a lot
of overhead to manage, was easy to use for
all IDs and course developers yet would
provide sufficient information to program
managers and IDs about the status of
course development.

7.
Search for Solutions
Nov. 11, 2010 7WCET
Should we buy commercial software that might
meet our needs for tracking tasks or should we
build our own solution?

8.
Why not project management software?
 Course development has fits and starts,
multiple contingent tasks and missed
deadlines, without dedicated project manager.
 Course development projects are often very
similar to each other. In contrast, projects,
by definition, are one-off.
 Some course development is simple; didn’t
need overhead of project management.
 Any software takes effort to learn; maybe we
could build software that supported our
current practices.
Nov. 11, 2010 8WCET

16.
Interface Enhancements
Nov. 11, 2010 16WCET
Enhancements to the interface to provide
dashboard-based reporting and analytics holds
promise to provide an order of magnitude
improvement in effectiveness for IDs and
university administrators. But severe limitations
on resources continue to hamper progress.
For now, we continue to focus on incremental
improvements to accomplish what we can with
the resources we have.